In the last years a myriad of software engineering methods have appear. They follow one out of the three main current development paradigms: code-based, agile and model-driven. Although the final selection of which method to use for a given project in some cases is defined by the enterprise context, it is well known that successful method adoption processes need to take into account developers' preferences and background, in order to assure a true change of behaviour. In this sense, well-known technology adoption models such as TAM have been tailored to include influencing variables for succesful method adoption processes. Among them, compatibility with previous practices is regarded as one of the main components. For junior software developers, such compatibility is greatly influenced by the training provided to students during their degree.

In this paper we study the success of training in agile techniques during the eigth semester of a Computer Science Degree at the university of Alicante. Such success is measured through the intention of the students to use agile approaches once they finish their studies. For the assessment of such intention to adopt the methodology, we have developed a set of scales that are based on a systematic review of existing technology and methodology adoption models. Based on these review, we have proposed a method adoption theoretical model with several variables, grouped around five main components: effectiveness, ease of use, compatibility, subjective norm and voluntariness.

The paper will show how students rate SCRUM on each of these main components as compared to traditional practices. We will also try to ascertain through a set of interviews how the different teaching practices used during the course have influenced the students' rating on each one of these components.